Trends in Science Education Research

Trends and Issues of Research on In-Service Needs Assessment

of Science Teachers: Global Vs the Malaysian Context
Lilia Halim, Kamisah Osman & T. Subahan M. Meerah
Universiti Kebangsaan Malaysia, Bangi, Malaysia
Introduction
In this ever changing globalized world, the discipline
of science (Biology, Physics and Chemistry) is continuously evolving. Similarly, instructional techniques used
to teach the knowledge are also developed at the same
pace, both as a result of new developments in Information and Communication Technology (ICT) and research
in science teaching and learning. Consequently,
practicing science teachers need to update their knowledge in both content and pedagogy. It is a well-known
phenomenon that, in most countries, teachers of various subject knowledge expertise are often made to teach
science subjects that they are not trained for. The need
to continuously develop professionally is critical for
science teachers. Even though these teachers might
have used various kinds of coping strategies and safety
net in their teaching, they still need in-service training
courses to teach science meaningfully and effectively.
Objectives of the study
The main objective of the study is to identify the most
prevalent needs as perceived by the Malaysian secondary science teachers in keeping abreast with the current demand in science teaching and learning and in
meeting the challenges of globalization. More specifically, the objective is to identify the most prevalent needs
for in service training as perceived by secondary science teachers in terms of a) science content mastery, b)
pedagogical skills, c) knowledge skills in classroom
and laboratory management, d) the application and
integration of computers in science teaching and e)
the usage of English in Mathematics and Science teaching.
This needs assessment study is essential for two purposes. First, in the Malaysian context, the last comprehensive study on the needs of in service training of
science teachers was conducted in 1983. Therefore, as
mentioned above, there is a need to revisit the needs of
secondary Malaysian science teachers. Second, for an
effective in-service training program, the program development should be directed towards meeting the stated
needs of the teachers concerns (Amir, 1993). Thus,
assessing the learner needs in the planning process is
an important step.

Pertinent literature review of in service needs

of science teachers.
The needs assessment defined in this study is specific
to science teachers needs, in that we adopted Moores
(1977:145) definition, which is a conscious drive,
or desire on the part of the science teacher which is
necessary for the improvement of science teaching.
For the purpose and context of this needs assessment
study, System Model put forward by Kaufman (1972),
which is widely used by needs assessors, is adopted.
The model identifies primary needs, summarizes the
nature of primary needs, and prioritizes needs for action planning.
In terms of empirical studies on in-service needs of science teachers, there appears to be a significant difference between the needs of science teachers from developed countries (such as the United States) compared
to the needs of those from developing countries such as
Malaysia and Jordan. It has been shown that the needs
of science teachers from the developed countries (Baird
and Rowsey, 1989; Mann 1993; State of Delware; 2002)
focused more on the development of students such as
to motivate students, to develop strategies on developing conceptual understanding and to develop strategies to promote analytical thinking and problem-solving skills. On the other hand, the prominent needs
perceived by Malaysian and Jordanian science teachers (Bakar, Rubba, Tomera & Zurub, 1988; Abu Bakar
and Tarmizi 1995 and Idris 2001) were focused more
on self-improvement such as being creative in science
instruction and updating knowledge of science innovations in science instruction.
Methodology
The Science Teacher Inventory Needs of Science (STINZurub & Rubba, 1983) instrument was modified and
administered to 1650 science secondary teachers. A total
of 72 items was constructed to reflect the needs of science teachers in secondary schools in Malaysia. First,
existing perceive needs subscale were reviewed followed
by a thorough review and analysis of the needs literature. Then a panel of experts in the area of science
teaching representing Biology, Chemistry and Physics
was asked to edit, combine, suggest and eliminate items

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Trends in Science Education Research

from the initial pool of items. Through factor analysis, 8 factors and were identified. The categories were:
1) Managing and Administering Science Instruction,
2) Diagnosing and Evaluating Learners for Science Instruction, 3) Science Teacher Self Improvement, 4)
Subject matter knowledge, 5) Administering laboratory science apparatus, 6) Planning science instruction,
7) The use of ICT in Science Instruction and 8) The Use
of English in Science Teaching.
Findings
Data analysis indicated that the top 10 perceived needs
were mainly related to the following three categories
1) The Use of ICT In Science Instruction, 2) Science
Teacher Self Improvement and 3) The Use Of English
In Teaching Science. The first and third findings are
obviously contextual in nature whereby these particular needs arise due to the recent Malaysian government policy on the teaching of Science and Mathematics. The policy requires science and mathematics to
be taught in English. 85 per cent of the respondents
state the need to increase their proficiency in English.
The policy also emphasizes the use of ICT in science
teaching. Again, about 95 per cent of the respondents
indicated the need to increase their knowledge related
to ICT in order to teach science effectively.
It appears that the orientation of the needs was to develop teachers own competency, both in English and
ICT, as a response to the current development. However, such needs could be seen as a conscious drive on
the part of the teachers to improve science teaching
through improving oneself first. This hypothesis is further supported by another prominent needs indicated
by the science teachers, which are related to the need
for self-improvement. The needs revolve around concerns such as to improve professionalism through inservice courses, to gain knowledge on innovative science teaching and to enhance ones thinking skills.
It appears that over the years, Malaysian science teachers needs seem to still focus on the improvement of
oneself. Perhaps, the traditional notion of teaching
and learning, where teachers are source of knowledge,
and are still the main practice in Malaysia, determines
the needs of the teachers.
References
Abu Bakar, K., Tarmizi, R. A. (1995) Teacher preparation concerns: Professional Needs of Malaysian Secondary School Science Teachers, Paper presented at
Annual Meeting, Association for the Education of Teachers in Science, California, West Virginia, USA.
Amir Salleh (1993) Inservice training needs assessment
for Malaysian secondary school teachers, Unpublished
PhD dissertation, University of Michigan.

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Baird, W. & Rowsey, R. (1989) A survey of secondary

science teachers needs, School Science and Mathematics, 89(4):272-284.
Bakar, K., Rubba, P., Tomera, A. & Zurub, A. (1988)
Jordanian and Malaysian science teachers prominent
perceived professional needs: A comparison, Journal
of Research in Science Teaching, 25(7): 573-587.
Idris, M.D. (2002) A study on the needs of Malaysian
primary science teachers, Master Thesis, Faculty of
Education, Universiti Kebangsaan Malaysia, Malaysia.
Kaufman, R. (1972) Educational system planning.
Englewood Cliffs: NJ: Educational Technology Publications.
Mann, G. 1993. Rural secondary school science teachers: What they need to be successful.
Moore, K. D. (1977) Development and validation of a
science needs-Assessment Profile. Journal of Research
in Science Teaching, 14(2), 145-149.
State of Delaware High School Science Summary, 2002
h t t p : / / w w w. r b s . o r g / m a t h s c i / s t a t e s / d e /
needs_assessment/state/high_science_summer.html
Zurub, A.R. and Rubba, P.A. (1983) Development and
validation of an inventory to assess science teacher needs
in developing countries, Journal of Research in Science
Teaching, 20(9):867-873.